On Educational Inclusion: Meanings, History, Issues and International Perspectives, 1st Edition (Paperback) book cover

On Educational Inclusion

Meanings, History, Issues and International Perspectives, 1st Edition

Edited by James M. Kauffman


288 pages | 4 B/W Illus.

Purchasing Options:$ = USD
Paperback: 9780367361242
pub: 2020-03-04
Available for pre-order. Item will ship after 4th March 2020
Hardback: 9780367361235
pub: 2020-03-04
Available for pre-order. Item will ship after 4th March 2020

FREE Standard Shipping!


Combining examination of policy with primary research and analysis of up-to-date literature, On Inclusive Education explores the various interpretations of inclusion, its history in education, and a range of its applications internationally.

With an international complement of authors, this book features detailed yet accessible chapters on a range of topics, including: inclusion in law; academically gifted students; students with severe, sensory and multiple impairments; and case studies from Germany, Portugal, the Netherlands and Russian Federation. The book also examines the impact of the Convention on the Rights of Persons with Disabilities – and Article 24 in particular – and the likely legacies and future implications of recent inclusion movements.

For postgraduate students and academics researching in the field of inclusive education, and also for school administrators and policy makers, On Inclusive Education is an essential resource.


Inclusion aims to integrate students with special needs into general education. Inclusion should be analyzed with precision and competence, and interventions should be based on data derived from empirical research. Special education involves many forms and levels of difference, and does not allow simplistic, ideological answers. Without recognizing its limits in specific situations, inclusion can create more problems for schools, families, and children themselves than it solves. Nuanced and context-linked decisions are needed. This book will be useful for teachers, parents, educators, and psychologists who want first to achieve an effective answer to the special needs of children, then inclusion in general education when appropriate. - Santo F. Di Nuovo, Professor of Psychology, University of Catania, Italy, and President of the Italian Association of Psychology

This is a timely, unique, and important book that focuses on relevant theory, research, and practical realities of the trend towards inclusion of all children with special needs and disabilities in mainstream schools. It pulls together perspectives of many experts in the field of special education in order to examine the potential benefits and negative consequences of such inclusion. It makes the case for not only maintaining special education but strengthening it through understanding the complex nature of this work, ensuring a strong base of scientific evidence, and carefully evaluating outcomes. - Garry Hornby, Emeritus Professor of Education, Plymouth University, UK

The complex issue of educational inclusion of students with disabilities has been at the forefront of special education research, commentary, practice, and policy for more than three decades. In this volume, we finally have a comprehensive view of the thorniest of issues surrounding inclusion and how our leaders in the field capture its complexities with clarity, command of the facts, and concern for how to ensure that special, individualized education is obtainable for students with disabilities. If you are concerned about the future of special education, you must read this volume. Get ready to think more clearly about educational inclusion. - Melody Tankersley, Interim Senior Vice President and Provost, Kent State University, USA

Table of Contents

Author Biographies

Series Editor Foreword

Philip Garner


Edwin W. Martin, Jr.


James M. Kauffman

Chapter 1 Definitions and Other Issues

Kames M. Kauffman and Jeanmarie Badar

Chapter 2 Inclusion as Idea and its Justification in Law

Jean B. Crockett

Chapter 3 The Inclusion of Students with High-Incidence Disabilities in General Education Environments

Brian R. Barber and Andrew L Wiley

Chapter 4 A Science of Instruction and Its Implications for Students with Disabilities

Justin T. Cooper, Terrance M. Scott and Todd Whitney

Chapter 5 Tiered Systems and Inclusion: Potential Benefits, Clarifications, and Considerations

Kathleen Lynne Lane, Mark Matthew Buckman, Wendy Peia Oakes and Holly Menzies

Chapter 6 Disproportionality and Inclusion

Adrienne D. Woods, Yangyang Wang and Paul L. Morgan

Chapter 7 An Examination of Highly-Cited Research on Inclusion

Bryan G. Cook and Lysandra Cook

Chapter 8 Inclusion and Students with Severe, Sensory, and Multiple Impairments

Jason C. Travers, Heather J. Forbes, Jenee Vickers Johnson and Kevin Ayres

Chapter 9 Inclusion of Academically Advanced (Gifted) Students

Carolyn M. Callahan, Jonathan A. Plucker, Stuart Gluck and Carlos Rodriguez

Chapter 10 Inclusion, Governments, and Nongovernmental Organizations

Mitchell L. Yell and David F. Bateman

Chapter 11 The Impact of Article 24 of the CRPD on Special and Inclusive Education in Germany, Portugal, the Russian Federation and the Netherlands

Dimitris Anastasiou, Marion Felder, Luís Augusto De Miranda Correia, Alexey Shemanov, Inge Zweers and Bernd Ahrbeck

Chapter 12 Likely Legacies of the Inclusion Movement

James M. Kauffman, Daniel P. Hallaha, Timothy J. Landrum and Carl R. Smith


About the Editor

James M. Kauffman is Professor Emeritus of Education at the University of Virginia, USA. His many publications include articles and book chapters related to inclusion of students with disabilities in general education. He has been a teacher in both special and general education.

About the Series

Connecting Research with Practice in Special and Inclusive Education

This new series represents a commitment to supporting the emergence of applied research in Special and Inclusive Education by providing an authoritative collection of books which examine in depth the key issues being experienced in the field, both currently and in the future. Each book has been commissioned by leading writers who have substantial experience in their topic and who are also recognised for their capacity to connect a body of systematic evidence to the needs of a practitioner audience. Moreover, authors in the series, selected to illustrate both national and international dimensions of a chosen theme in Special and inclusive Education, are often practitioners or practitioner-researchers themselves.

Learn more…

Subject Categories

BISAC Subject Codes/Headings: